同伴教育干预对小学生口腔健康知识、行为及龋齿的影响

目的 探讨同伴教育干预方式对小学生口腔健康知识、行为及龋齿的影响,评估同伴教育干预对学生掌握口腔保健知识、形成正确口腔行为的效果。 方法 采用整群法抽取3所小学二年级学生395人,随机分成观察组和对照组,对照组学校常规宣教(老师或者医护人员授课),观察组学校常规宣教和同伴教育(口腔兴趣小组)结合,干预时间约1年。干预前后开展问卷调查、牙模刷牙和口腔检查。 结果 干预后,两组学生口腔知识和健康行为正确率均高于干预前(均P<0.001);除“最易发生龋齿牙齿”,干预后观察组其他问卷项正确率均明显高于对照组干预后的,差异均有统计学意义(P<0.001)。干预后,观察组牙模刷牙合格率(82.51%)高于对照组(59.30%),差异有统计学意义(χ²=26.179, P<0.001),且均高于各组干预前水平(χ²=242.984,P<0.001; χ²=95.404,P<0.001)。干预前后两组乳牙患龋率和恒牙患龋率差异均无统计学意义(P>0.05)。干预后观察组乳龋充填率(42.99%)高于对照组(30.63%),恒龋充填率(59.57%)高于对照组(42.67%),差异均有统计学意义(χ²=15.493,P<0.001, χ²=4.778,P<0.05),且均高于各组干预前水平(P<0.001)。 结论 学校常规宣教和同伴教育结合方式能更大程度促进小学生掌握口腔保健知识、形成正确行为和提高龋齿充填率,同伴教育用于小学生口腔卫生宣教是有效可行的。

Effect of peer education intervention on oral health knowledge and behavior and dental caries among primary school students

Objective To explore the influence of peer education intervention (PEI) on oral health knowledge, behavior and dental caries among pupils, and to evaluate the effect of PEI on acquiring oral health knowledge and forming correct oral health behavior among them. Methods A cluster sampling method was used to select 395 pupils in grade 2 from 3 primary schools, and then they were randomly divided into the observation group and the control group. School routine education (teaching by teachers or medical staff) was carried out in the control group, while school routine education combined with peer education (oralinterest group) in the observation group. The intervention time was about 1 year. Questionnaire survey, brushing examination with dental models and oral examination were conducted before and after the intervention. Results The correct rates of oral knowledge and health behavior in the two groups after the intervention were improved compared with those before the intervention (both P<0.001). After the intervention, the correct rates of all the questionnaire items except the teeth most susceptible to decay were significantly higher in the observation group than in the control group (all P<0.05). After the intervention, the qualified rate of tooth-brushing with dental model was higher in the observation group than in the control group (82.51% vs. 59.30%), with a statistically significant difference (χ²=26.179, P<0.001); moreover, the qualified rates of the two groups after the intervention were both higher than those before the intervention (χ²=242.984, P<0.001; χ²=95.404, P<0.001). No statistically significant differences were found in the detection rates of caries in deciduous and permanent teeth in the two groups before and after the intervention (P>0.05). After the intervention, the filling rates of decayed deciduous and permanent teeth were higher in the observation group than in the control group (42.99% vs. 30.63%, 59.57% vs. 42.67%), with statistically significant differences (χ²=15.493, P<0.001, χ²=4.778, P<0.05); moreover, the filling rates of the two groups were all higher than those before the intervention (P<0.001). Conclusion School routine education combined with peer education can promote primary school students to master oral health knowledge, form correct behavior and improve the filling rate of dental caries. Peer education is effective and feasible in primary school students’ oral health education.